This study reviews prior works on teacher education in Korean language arts and conducts a keyword network analysis on preservice teachers’ perception of good teachers in this field. It then derives implications for exploring objectives of teacher education, which are as follows: First, discourse identity should be secured by considering both the universality of Korean language arts education targeting K-12 learners and the unique characteristics of teacher education; the meaning of “activity” should also be reconceptualized. Second, teacher qualification should be defined as self-regulated learning competence, and its cognitive, affective, and behavioral dimensions should be considered in a balanced way. For this purpose, the importance of reflection on the teacher's belief and prior experience is emphasized. Third, it is necessary to be able to assume various teacher role models in Korean language arts education; the use of psychological testing in teacher education is one method in this direction.